Summer Institutes

2013

ChangeTeacherPractice

ChangeStudentOutcomes

June’s remodeling

2013 Summer Institutes | Change Teacher Practice Change Student OutcomesRemodeling Session

Common Core and CTE Task AlignmentCTE Regional Coordinators

North Carolina Summer Institutes

Learning Path

2011 2012 2013

WHAT

Focus: Internalizing a new SCOS

HOW

Focus: Planning how instruction needs to change

IMPROVING PRACTICE

Essential

Standards

Focus: Reflecting, adjusting and improving after year one of implementation

Summer Institutes

Summer Institutes

Summer Institutes

Purpose

• The purpose of this session is to provide professional development resources to districts as they align CTE Standards to the Common Core.

– Achieve has developed a set of resources leaders can use to plan and execute their own alignment activity. The materials focus mainly on hosting a workshop with mathematics and CTE teachers. However, the process employed can be applied to other professional learning opportunities and could be further developed into integrated activities within Home Base.

Where can I find these files and resources?

• All files and resources for this session can be found using the address below:

–http://tinyurl.com/SI2013CTE

“Quality professional development that changes math instruction from teacher centered to student centered and from

isolated skills to problem based learning…”

Jill Barker, Principal Haywood County

Objectives and Outcomes

Session Objectives: (What we hope to accomplish during this session)•Participants will identify current status with regard to alignment of Career and Technical Education (CTE) standards to Common Core and Common Career Technical (CT) Core.•Participants will understand how to implement Professional Development to engage teachers in task alignment.•Participants will receive strategies for evaluating success of implementation.

Learning Outcomes: (What we hope will be accomplished in your LEA)•Summer Institute participants will recognize the components of the two-day workshop model provided by Achieve.org.•Summer Institute participants will be able to implement this professional development by engaging CTE and math (or other program area) teachers.•Participants in the LEA workshop will be able to evaluate tasks with regard to their alignment to CTE, Common Core, and Common CT Core.•Participants in the LEA workshop will be able to create tasks that align to CTE, Common Core, and Common CT Core.•

Session Outline• Where are we?

– Participants will identify current status with regard to alignment of CTE standards to Common Core and Common CTE Core

• Where are we going?– Participants will understand how to implement Professional

Development to engage teachers in task alignment

• How will we know when we get there?– Participants will receive strategies for evaluating success of

implementation

Where are we?(with regard to Common Core State Standards,

Common CT Core, and CTE alignment)

Stoplight Activity

• Participants will receive a list of attributes regarding implementation and integration of Common Core and CTE Essential Standards

– (May wish to work in LEA groups)

• Use the dots provided using the scale below:– Green – Full implementation– Yellow – Some implementation– Red – No implementation

Standard 4: Teachers facilitate learning for

their students.4.02 Teachers plan instruction appropriate for their students.•Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modified to enhance learning. Teachers make the curriculum responsive to cultural diversity and to individual learning needs.•Collaborate with colleagues•Use data for short and long range planning•Engage students in the learning process•Monitor and modify plans to enhance student learning•Respond to cultural diversity and learning needs of students4.05 Teachers help students develop critical thinking and problem-solving skills.•Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.•Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions•Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

Where are we going?

Common Core

• www.corestandards.org

• http://www.corestandards.org/in-the-states

– To see which states have adopted the Common Core

Common Core/Essential Standards

• http://www.ncpublicschools.org/acre/standards/

Common Core and CTE

• CTE teachers can and do support the Common Core. Often, we find they are already doing it in ways they may or may not even know.

Why do I have to teach this stuff?

• 1990 Carl D. Perkins Vocational and Applied Technology Education Act (Perkins 2)– For the first time in federal vocational legislation, emphasis

was placed on academic as well as occupational skills.

– Three pronged approach to better prepare a highly skilled workforce

– Integration of academic and vocational education

– Articulation between segments of education engaged in workforce preparation – epitomized by Congressional support for Tech Prep

– Closer linkages between school and work

– Required states to develop systems of performance measures and standards for secondary and postsecondary vocational education

Academic Achievement• Expectations for higher academic achievement gave rise to the

integration of academic and career/technical education movement, starting with the Carl D. Perkins Vocational and Applied Technology Education Act of 1990. Secondary educational institutions were encouraged to link academic and CTE curricula, and emphasize their interrelatedness in real-world contexts. The intent was to connect the curricula of various subjects so that students would be able to address in a holistic manner the problems, concerns, and issues of the environments in which they lived.

– McCaslin and Parks, 2002, Teacher Education in CTE: Background and policy implications for the new millenium

NC CTE Performance Indicators

• 1S1 – Academic Attainment – Reading/Language Arts

• 1S2 – Academic Attainment – Mathematics

• 2S1 – Technical Skill Attainment

• 3S1 – Secondary School Completion

• 4S1 – Student Graduation Rates

• 5S1 – Secondary Placement

• 6S1 – Nontraditional Participation

• 6S2 – Nontraditional Completion

What’s in your Toolkit?

Common Core-CTE Task Alignment Workshop

• http://www.achieve.org/ccss-cte-workshop-planning-tools

Who do you invite?

• CTE Teachers

• Math Teachers

– Note: This model can be applied to other academic areas.

Consider the following when planning your

workshop:• How many CTE and Math educators do you anticipate attending?

• What is the anticipated ratio of facilitators to educators?

• Will you have any subject matter experts attend?

• How will your secured facility accommodate the workshop?

• What CTE standards will you use? Note: In this workshop, we will use NC CTE Essential Standards and the Common Career Technical Core Standards in addition to the Common Core State Standards.

Participants need to bring or have access to:

• NC CTE Essential Standards

• Common Core Math Standards

• Common Career Technical Core, Knowledge and Skill Statements

Frontload Your Participants

• http://www.achieve.org/ccss-cte-workshop-planning-tools

– Prior to attending the session, ask the teachers to access the link above and watch the 7 minute video under the heading “For Workshop Participants”

Planning Module for Facilitators

• http://vivayicsolutions.com/Achieve/ModuleFinal/story_html5.html

– Takes approximately 45 minutes to complete

– We’ll take the quick tour through all of the resources today!

– If you need a refresher after this workshop, you can use the link above.

• http://vivayicsolutions.com/Achieve/ModuleFinal/story_html5.html

– Use the resources link located in the top right corner.

AdditionalResources

Facilitator’s Outline

Day #1 - Intro

Day 1 Building a Foundation: Large Group Setting

Welcome and Workshop Goals 15 min Materials Key Components Aligning Performance Tasks Workshop Slide Deck.pptx Agenda

PowerPoint Slides 1-3 Distribute agenda Share facility resources (restroom, break room, etc.) Introduce participants and facilitators Clearly communicate goals specific to your state/district

Guiding Questions How will we make participants feel welcome? What are our specific goals for this experience? How will we begin building a sense of community and shared purpose?

Common Core-CTE Task Alignment Workshop

Discuss Discover Design

Welcome Welcome

Overview of Approach

Process

Discover Performance Tasks

Review and Modify Tasks

Offer Feedback

Adapt tools to your district

Source: 31

Recalling the Video Recalling the Video

Common Core State Standards

Common Career Technical Core Standards

Instructional Tasks

Day #1- Introduction to Instructional Tasks

Source: 32

Introduction to Instructional Tasks 30 min Materials Key Components Aligning Performance Tasks Workshop Slide Deck.pptx Participant Workshop Packet Sample Task (may be on PPT or hard copy)

PowerPoint Slides 4-14 Distribute Participant Workshop Packet Review format for instructional tasks Provide sample instructional task (developed by facilitator or

taken from sample tasks provided) Read sample instructional task Invite participants to provide initial feedback regarding

language use and authenticity

Guiding Questions How will we create buy-in among all participants? How will we reinforce the goals and expectations of this workshop for our situation?

33

Understanding The Task Understanding The Task

34

A High Quality Task Should: A High Quality Task Should:

• Be standards-based

• Reflect strong instructional practices

• Assess knowledge and skill

• Support continuous improvement

• Prepare students for college and careers

• Elicit complex demonstrations or applications

• Assess all students

Step 1. Thoroughly read the task before working through it.

Step 2. Compare your work with the answer key/rubric and other instructional support materials and/or with the work of colleagues.

Step 3. Identify the content and performances required to complete the task.

Previewing the Process Previewing the Process

Practice Task

36

Let’s start with an easy one…

Course Name: ProStart II

Competency: Understand foodservice cost.

Source:37

Objective 3.7Define and calculate food cost

and food cost percentage.

• Here’s the info you’ll need to know:

• Formula

Food Cost % = (Beginning Inventory + Purchases – Ending Inventory)/Food Sales

Source:38

Working a Practice Task• Joe, the restaurant owner, has $10,000 in beginning inventory. He

purchased an additional $2,000 of product this week and ended up with $10,500 in inventory. His sales for the week totaled $5,000.

Task:

•Calculate his food cost and food cost percentage for the week.

•What are some ways he could decrease his food cost percentage?

•How might he increase his sales?

• ExampleYour data: $10,000 beginning inventory, $2,000 in purchases, $10,500 ending inventory, $5,000 in sales.Your formula: FC% = (BI + P - EI) / S(10,000 + 2,000 = 12,000) - 10,500 = 1,5001,500/5,000 =.30 or 30% food cost

Evaluating and Modifying Practice Instructional Task

Source:40

Evaluating and Modifying Practice Instructional Task 2 hours Materials Key Components Aligning Performance Tasks Workshop Slide Deck.pptx Sample Task (may be on PPT or hard copy)

PowerPoint Slides 15-27 Introduce specific criteria for evaluating and modifying

instructional tasks Lead an in depth discussion around evaluating alignment to

CCSS in math or state standards. Lead an in depth discussion around evaluating alignment to

Career Cluster’s Knowledge and Skill Statements or state standards.

Collectively modify the task

Guiding Questions What CTE standards does this specific group use (state vs. national standards)? Cluster vs.

pathway? How can we use this process to introduce participants to the task development process?

Let’s Discuss Alignment

• Career and Technical Education Essential Standards

• Common Core State Standards

• Common Career Technical Core

Career and Technical Education Essential

Standards• This was written to align to Objective 3.00

and Competency 3.7 of the ProStart II curriculum.

• How strong is the current alignment? Is there additional alignment? How could it be strengthened?

Alignment Scale

43

3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard.

2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design).

1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

44

Alignment ScaleAlignment Scale

CTE – ProStart II C P Alignment Comments

Competency 3.1Identify the types of costs incurred by a foodservice business and give example of each.

Competency 3.6Identify tools to help control costs.

Competency 3.7Define and calculate food cost and food cost percentage.

Example Alignment

Working a Practice Task

45

Discuss: How might this task be rewritten to better align even with the CTE Essential

Standards for ProStart II?

Common Core State Standards

• Let’s take a look at Math One and how this task might align with that course.

– http://maccss.ncdpi.wikispaces.net/Course+Sequence+Options

NCDPI Math Wiki

Alignment Scale

48

3 = Excellent: The performances of the task are clearly consistent with the performances of the identified standard.

2 = Good: This rating is used for a partial match. Performances addressed in the task are consistent with the most critical performances of the identified standard. However, supporting performances of the standard may not be addressed (possibly by design).

1 = Weak: This rating is used for a partial match when the most critical performances addressed in the identified standard are NOT addressed in the task. However, supporting performances of the standard are addressed. 0 = No Alignment: None of the performances addressed in the task match the performances of the identified standard. (Delete this standard from the list of standards identified as aligned with the task.)

Alignment Scale

49

Example Alignment

CCSSContent Standards C P

Alignment Comments(Standards selection, partial

alignments, reasons for rating, etc)

A-CED. Create equations that describe numbers or relationships.

A-REI. Understand solving equations as a process of reasoning and explain the reasoning.

S-ID. Summarize, represent, and interpret data on a single count or measurement variable.

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Working a Practice TaskWorking a Practice Task

Discuss: How might this task be rewritten to align even more strongly with the CCSS?

Common Career Technical Core

http://www.careertech.org/career-technical-education/cctc/info.html

Hospitality & Tourism Career Cluster™ (HT)

1. Describe the key components of marketing and promoting hospitality and tourism products and services.

2. Evaluate the nature and scope of the Hospitality & Tourism Career Cluster ™ and the role of hospitality and tourism in society and the economy.

3. Demonstrate hospitality and tourism customer service skills that meet customers’ needs.

4. Describe employee rights and responsibilities and employers’ obligations concerning occupational health and safety in the hospitality and tourism workplace.

5. Identify potential, real and perceived hazards and emergency situations and determine the appropriate safety and security measures in the hospitality and tourism workplace.

6. Describe career opportunities and means to attain those opportunities in each of the Hospitality &Tourism Career Pathways.

Restaurants & Food/ Beverage Services Career Pathway (HT-

RFB)1. Describe ethical and legal responsibilities in food and beverage service facilities.

2. Demonstrate safety and sanitation procedures in food and beverage service facilities.

3. Use information from cultural and geographical studies to guide customer service decisions in food and beverage

service facilities.

4. Demonstrate leadership qualities and collaboration with others.

5. Research costs, pricing, market demands and marketing strategies to manage profitability in food and beverage

service facilities.

6. Explain the benefits of the use of computerized systems to manage food service operations and guest service.

7. Utilize technical resources for food services and beverage operations to update or enhance present practice.

8. Implement standard operating procedures related to food and beverage production and guest service.

9. Describe career opportunities and qualifications in the restaurant and food service industry.

10. Apply listening, reading, writing and speaking skills to enhance operations and customer service in food and

beverage service facilities.

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Alignment ScaleAlignment Scale

Example Alignment

Aligned Cluster/Pathway Knowledge/Skill C P

Alignment Comments(Standards selection, partial

alignments, reasons for rating, etc)HT-RFB.5. Research costs, pricing, market demands and marketing strategies to manage profitability in food and beverageservice facilities.

Are there others?

55

Working a Practice TaskWorking a Practice Task

Discuss: How might this task be rewritten to align even more strongly with the

pathway standards?

Focused ModificationTask #2

Focused Modification, Task #2 1 hour, 45 min Materials Key Components Task to evaluate (may be provided by facilitator or selected from Sample Seed Tasks)

Break participants into smaller working groups, ideally 8-12 participants

Invite group members to introduce themselves Clarify Expectations: Small groups will evaluate a second task

and modify as necessary Read Task #2 as a group Begin by assessing authenticity and language use Use criteria to evaluate and modify task

Guiding Questions How many facilitators will we have in each small group? How will we break participants into small groups and ensure fair representation from math

and CTE? K-12 and higher education? How will we leverage subject matter experts?

Common Core-CTE Task Alignment Workshop

Discuss Discover Design

Day #1 DebriefDay 1 Debrief 45 min Materials Key Components Evaluated Task #2

Summarize progress from day 1 Ask participants to share challenges encountered Ask participants to share the math and/or CTE areas addressed

thus far Identify math and/or CTE areas of importance that should be

covered in future tasks Preview Day 2

Guiding Questions How will we capture math and CTE areas addressed? How will we celebrate progress? How will we preview Day 2?

Day #2 WelcomeDay 2 Welcome 15 min Materials Key Components Agenda

Review Day 1 Review Goals Set expectations for Day 2 Clarify transition: Yesterday was focused on REVISING tasks.

Today is focused on PRODUCING new tasks.

Guiding Questions How will we review Day 1? What logistics need to be addressed for Day 2? Based on Day 1 progress, what can we realistically accomplish in Day 2?

Task Generation, Task #3Task Generation, Task #3 2 hours Materials Key Components Ideas for Task #3

Review lessons learned from Task #2 modification Select a content area not yet addressed (CTE or Math) Develop Task #3 from scratch*See Note in Guiding Questions Begin review and modification process

Guiding Questions How will we share collective areas addressed (information gathered in Day 1 Debrief)? How will we begin the task-generation process to create buy-in from all participants? Note:

This step marks a transition from REVISING provided tasks, to PRODUCING new tasks. Past practice indicates greater buy-in is generated when participants begin this production phase with a CTE task.

Task #3 Presentations

Task #3 Presentations 45 min Materials Key Components Evaluated Task #3

Small groups share Task #3 developed in small group setting Large group provides feedback Discuss challenges Identify content within the tasks that could be moved into

optional extension activities Brainstorm ideas for next small-group working session

Guiding Questions How will we facilitate the presentation and feedback process? How will we celebrate success?

Review and Finalize Task #3

Review and Finalize Task #3 30 min Materials Key Components Evaluated Task #3

Identify valid feedback received from large group Incorporate valid feedback and modify as necessary Finalize Task #3

Guiding Questions How will we collect final task?

Task Generation, Task #4Task Generation, Task #4 2 hours Materials Key Components Ideas for Task #4

Review lessons learned from Task #3 finalization Select a content area brainstormed in large group setting Develop Task #4 from scratch Begin review and modification process Identify content within the tasks that could be moved into

optional extension activities

Guiding Questions How will we prioritize selection of final task? How will we collect final task?

Next Steps and Appreciation

Next Steps and Appreciation 30 min Materials Key Components Certificates of Completion

Discuss how the protocols and processes learned can be replicated at the district or school level

Clarify next steps and how to access completed tasks Thank participants and celebrate progress

Guiding Questions How will we show appreciation to participants? What are the next steps for involvement? Where will we post final tasks? (OER Commons, State or District repositories)

Optional 3-Day Agenda Modification If you have the opportunity to hold a 3-day training as opposed to the 2-day training outlined above, use the following proposed outline as a guide for agenda development: Day 1 Day 2 Day 3 Welcome and Goals of Workshop (15 min) Introduction to Instructional Tasks (30 min) Criteria for Evaluating and Modifying Instructional Tasks (2 hours) Focused Modification, Task #2 (1 hour, 45 min) Day 1 Debrief (45 min)

Day 2 Welcome (15 min) Task Generation, Task #3 (2 hours) Task #3 Presentations (45 min) Review and Finalize Task #3 (30 min) Task Generation, Task #4 (2 hours) Debrief (30 min)

Day 3 Welcome (15 min) Task Generation, Task #5 (2 hours) Task #5 Presentations (45 min) Review and Finalize Task #5 (30 min) Task Generation, Task #6 (2 hours) Next Steps and Appreciation (30 min)

How will we know when we get there?

Learning OutcomesGoals for Summer Institute participants to accomplish in their districts.

1. Summer Institute participants will recognize the components of the two-day workshop model provided by Achieve.org.2. Summer Institute participants will be able to implement this professional development by engaging CTE and math (or other program area) teachers.3. Participants in the LEA workshop will be able to evaluate tasks with regard to their alignment to CTE, Common Core, and Common CT Core.4. Participants in the LEA workshop will be able to create tasks that align to CTE, Common Core, and Common CT Core.

Full Implementation Vision

• When you envision full implementation of task alignment between CTE Essential Standards, Common Core State Standards, and Common CT Core, what do you see?

– https://www.surveymonkey.com/s/TLKKGLW

Home Base

• Statewide repository for task alignment projects developed by teachers participating in local professional development opportunities.

Do I Really Have to Teach Reading (or Math)?

“I don’t know if teachers can work any harder than they’re already working, so we’ve got to find ways to make students carry more of the thinking load in our classrooms. As I walk out of school with my colleagues at the end of each day, we’re all tired. We’re carrying heavy bags of books and papers, and our shoulders are slumped.

Meanwhile, our students bound past us to the parking lot, running and jumping down the steps two at a time, full of energy. I once heard someone say, “School should not be a place where young people go to watch old people work.”

We’ve got to figure out how to work smarter, because what we’re being asked to do is really a challenge.” Cris Tovani, author of “Do I Really Have to Teach Reading?”

Who’s doing all the work?

• Math Class Needs a Makeover

– http://blog.ted.com/2010/05/13/math_class_need/

– Today’s math curriculum is teaching students to expect — and excel at — paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think. (Recorded at TEDxNYED, March 2010 in New York, NY. Duration: 11:39)

Final Evaluation

• Please take a moment to evaluate today’s session. Thank you!

– https://www.surveymonkey.com/s/T95RRWN

Facilitated Team Time• To prepare for Facilitated Team Time, complete the brief reflection

to identify the “big ideas” gained from this session that you will share with your Summer Institute team.

• To access the reflection document, visit http://bit.ly/SIreflection

• To access the reflection responses during Facilitated Team Time, visit http://bit.ly/SIresponses

Disclaimer

• The digital tools used during this institute have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this institute.

June’s remodeling

2013 Summer Institutes | Change Teacher Practice Change Student OutcomesRemodeling Session

Common Core and CTE Task AlignmentCTE Regional Coordinator